Book review 'Flip the System: Changing education from the ground up' (reflecting it within Malaysian context)

This book is critical to rigid top-down approaches whereby teacher voices are ignored and not included in the decision-making process, whether at the school level or national education policy level.

The book first criticizes the forces of neoliberalism which have impacted how education at the global scale has operated and how individual nations have integrated market dynamics to measure accountability and education performance. In Malaysia, this can be seen in how schools have been ranked according to SPM results which many a time have indirectly demoralized teachers and school admins.

What it means by ‘flipping the system’ is to have more grassroots initiatives and take the lead on education initiatives – be it by influencing policy, discussing suitable classroom practices, or sharing new pedagogical approaches - instead of having the ones at the top ordering the ones at the bottom to comply.

As I was reading this book, as a usual mental practice of mine whenever I read a book on education, I will always relate to whatever ideas mentioned in this book to whether Malaysia has already been implementing them or not. 

Based on my observation of Malaysia's education development, I have noticed a positive trend in empowering teachers. The education ministry recently organized an engagement session with teachers to discuss school and classroom policies, and several suggestions made by the teachers have been implemented. These changes include simplified lesson planning and the discontinuation of non-academic competitions. Furthermore, the education ministry regularly conducts engagement sessions with education NGOs, demonstrating their willingness to listen to voices from the ground. This openness to feedback aligns with the principles advocated in the book, which encourages worldwide education systems to practice a similar approach.

The book also emphasizes the concept of shared or distributed leadership among educators. This involves teachers leading their colleagues, irrespective of their formal positions within schools, and extending this leadership beyond their own school community to connect with teachers from other schools, including those at an international level. At the school level, school administrators must recognize and appreciate the unique contributions of teachers, whether at the classroom or school-wide level. The ideas and practices contributed by teachers can greatly enhance school management and pedagogy, reflecting a form of leadership that empowers the entire school. Beyond school boundaries, shared leadership takes different forms. In Malaysia, there are numerous collaborative teacher-led initiatives aimed at enhancing professional development. These initiatives encompass webinars, online workshops, podcasts, and articles, made possible through digital technology and internet connectivity. As a result, teachers no longer have to rely solely on the central government or district education departments for professional development opportunities.

Another significant concept highlighted in the book is "teacher autonomy." This concept acknowledges the professionalism of teachers, but it does not imply unrestricted freedom. Teacher autonomy should be exercised within the framework of the curriculum, national education policy, school culture, and directives from district education administrators. These guidelines should not be excessively rigid, hindering teacher innovation or professional judgment at the classroom level. Conversely, a laissez-faire approach to autonomy should also be avoided. The curriculum framework serves as a guide, allowing room for teacher autonomy, particularly when school administrators support teachers' initiatives. In fact, the Malaysian education ministry issued a media statement on February 17, 2023, endorsing this type of autonomy as long as teachers refer to the curriculum framework for guidance in their respective subjects.

Additionally, the book argues that ambitious and high-performing teachers should remain in schools and assume hybrid roles alongside their pedagogical responsibilities. These hybrid roles could include being a teacher/think tanker, teacher/scholar, teacher/NGO founder, or teacher/adviser. In my observation, many of my teacher peers already fulfill these hybrid roles, but there seems to be a prevailing notion that ambitious and accomplished teachers should advance to district, state, or federal administrative positions. It is worth reconsidering this mindset. Instead of transferring these teachers away from their classrooms, district, state, and federal administrators or officers should engage and consult with them to improve education. Their firsthand experiences in schools provide valuable insights into the effectiveness of policies and the challenges faced at the grassroots level. While some teachers may genuinely aspire to work at higher administrative levels, I believe that the desire for such roles often arises from a culture where teachers' insights are undervalued, and they are not consistently engaged by higher-ranking officials so the only way to have their opinions heard is to become one of those higher-ranking officials. By transforming this culture, many ambitious teachers would likely choose to remain in schools, recognizing their significant contribution to the broader education ecosystem.

The education landscape in Malaysia has undergone significant changes. I recall an incident in 2014 when a teacher was sacked for merely raising concerns about the online centralized reporting system for student assessment. Fast forward to today, the current approach of the ministry involves addressing the issues raised by teachers rather than reprimanding them. This shift indicates a gradual realization of the ideas proposed in the book. However, it is important to approach this progress with cautious optimism due to an existing government directive that restricts teachers, as civil servants, from making statements about government policies unless authorized by the incumbent education minister. This directive partially explains why teachers currently have more voice and influence. Despite the current situation, it is my sincere hope that this positive change becomes ingrained as a common practice and administrative culture that persists even under future governments.